Teachers' visions for and beliefs about working with Information and Communication Technologies (ICTs) are an important influence on the successful application of ICTs in education. Because beliefs are closely associated with experience, teachers'...

Previous research has identified graduating teachers' dispositions towards teaching with Information and Communications Technologies (ICTs) as a significant issue for teacher preparation programs. Both increased community access to ICTs and changes...

Preparing teachers to make effective use of technology to enhance learning presents continuing challenges around the world. Although written for a specific context, this book is a useful resource for a wider audience of teacher educators working to...

The design of teacher education programs, including the preparation of teachers for
working with Information and Communication Technology (ICT), requires careful balancing of
multiple considerations. Due attention should be given to the...

The blame for the reputed failure of schools to embrace information and communication technologies (ICT) and the relegation of new technologies to the periphery of school life is frequently placed directly on the technophobic teacher. In this paper, ...

An interactive multimedia (IMM) package incorporating problem based learning
(PBL) principles has been developed to assist teachers in learning to integrate information
and communications technologies (ICT) into their teaching. The development...

Problem-based learning (PBL) is a powerful instructional design for professional education, which may be used to guide the design of interactive multimedia (IMM). An IMM package incorporating PBL principles has been developed to assist teachers in...

This study investigated use of the Theory of Planned Behaviour (TPB) (Ajzen, 1985) as a framework for predicting and explaining teachers' intentions and use of ICT in teaching. Instrumentation consisted of a six-part self-report questionnaire: (1)...

Pre-service teachers participated in an online discussion that included a guest who facilitated conversation about integration of ICTs. Students mostly agreed that integration of ICTs was desirable but differed in their views about specific...

Principals have important leadership roles in relation to teaching with ICT. Their approaches are inevitably influenced by personal beliefs. Using case study methodology, this study found that principals' beliefs reflected their long experience and...

Abstract: 21st century teaching demands that information and communication technologies (ICTs) are integral to the learning process. Since at least 1995, there have been several attempts to increase the level of ICT integration within the Bachelor...

Although Information and Communications Technologies (ICTs) are now widely available in schools they appear not to have been integrated into teaching and learning either as widely or as thoroughly as was hoped. One influential factor, which may not...

Abstract: This study extends previous work on pre-service teachers' use of Information and Communication Technology (ICT) during professional experience by collecting data about intentions for ICT use prior to an experience and comparing that with...

Although the technologies and practices associated with teacher education are subject to constant evolution and occasional dramatic change, changes in program structures and implementation are seldom accompanied by opportunities to redesign the...

This article suggests that online education is at the cusp of a period of dramatic change. That change will involve significant increases in the numbers of students and faculty who are involved in online education. Reasons for the change are...